Implementing Specialized Instruction in the Standards Based Classroom

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Implementing Specialized Instruction in the
Standards Based Classroom

• Georgia Department of Education
• Divisions for Special Education Services and
  Supports
• 1870 Twin Towers East
• Atlanta, Georgia 30334

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Good Morning!

• List three positive ways that the Individual
  Learning Plan can be or has been used at your
  school. What roadblocks do you see?
• What are some generalizations that you have drawn
  from your observations in co-taught classes?
  What are the strengths of your teams? What
  additional support do they need?

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Is it Specially Designed Instruction?

• Please read the handout entitled Is it Specially
  Designed Instruction? and determine if the
  student required differentiated instruction or
  specially designed instruction. Be prepared to
  support your decision.

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Differentiated or Specially Designed Instruction

• Differentiated Instruction

• Specially Designed Instruction

• Strategy used by teachers to help students
  focus, perform, and clue in better on the
  important parts of a lesson
• LRP Publications
• The adaptation of all curriculum to better meet
  the needs of all students . Fattig and Taylor
  Co-Teaching in the Differentiated Classroom

• Adapting as appropriate, to the needs of an
  eligible child, the content, methodology, or
  delivery of instruction
• The unique needs of the student that result from
  the students disability
• Ensure access by the student to the general
  curriculum
• LRP Publications

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Differentiation of Curriculum and Instruction
Its all about student learning! Access without
extraordinary means!
The process of differentiating the curriculum and
instruction begins by knowing your special
education students.
Process of Instruction How students engage in
learning
Content of Lesson or Unit What students must learn
Products Showing Student Learning How students
demonstrate and convey learning
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How do teachers knowwhen and how to implement
specially designed instruction?

• Know your students
• IEP requirements
• Current levels of performance
• Learning styles
• Interests

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Individual Learning Plan General Ed.
Teacher_________________ Special Ed.
Teacher__________________ Date
_______________ Time/Period _____________
Class ____________________________________________
______________
Student Learning issues from Psych./Eligibility Report, PLOP Weaknesses identified thru CRCT/GHSGT IEP Goal Area / Summary of Objectives Accommodations Recommended strategies
Dominick Language processing, rdg. comprehension, disorganized ELA - 745 Math 756 Weakest in Data Anal Probesolving, Meas. Geom. Vocab, multiple meanings, reading comp main idea, sup details, whQs, interpret graphs, id geometric shapes Pref. seating, paraphrase directions, repeat directions, frequent breaks, extended time. -graphic organizers -Pictionary/dictionary - provide structure for instruction/class setup -Use visuals, demonstrations -Provide more frequent review/reteaching
Amanda ADHD, focusing attention, weakest area is math, but also borderline in reading ELA 802 Math 785 Weakest in Num Op, also weak in Measurement, Data Analysis and Probability Organization Study skills Math - using strategies to solve problems, word probs, vocab. Small group, preferential seating, repetition of directions, frequent breaks, extended time -provide structure for instruction/class set up -connect learning to real life -use cues to focus attention -use graphic organizers -ask student which strategies work best to focus attention
Jason Difficulties with visual processing, weak in both math and reading, difficulty copying from the board, visually loses place in text ELA 780, weakest areas are in comprehension of written material Math 756 weakest in computation but has problems with all strands of Mathematics standards Identify main idea supporting details, follow directions in writing w/auditory cues, answer comp. Qs, math computation, word problems, use strategies to solve problems, draw conclusions from tables and graphs Preferential seating, small group, paraphrase directions, repeat directions, use of highlighter by student -use a template to isolate sections on a page -use highlighters -color code when possible -use pictures, artifacts, and manipulatives -use multisensory approaches to learning -separate items on a worksheet, text, or test
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Common Formative Pre-assessment Results
Student Special Needs 10/09 Results Student Special Needs 10/09 Results
Ana 8/10 Marquise 4/10
Andy 10/10 Esperanza ELL 3/10
Jason SWD 3/10 Angelic 9/10
Thomas SWD 4/10 Gilbert ELL 3/10
Carlota 9/10 Habib 9/10
Diego 8/10 Cornelius RTI 2/10
Crystal 7/10 Seth 8/10
Rosanna RTI 1/10 Fazio 6/10
Susan SWD 2/10 Hector 5/10
Dominick SWD 0/10 Marco ELL 4/10
Jose 8/10 Elizabeth SWD 0/10
Katy 7/10 Javier ELL 4/10
Amanda SWD 7/10
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How do teachers knowwhen and how to implement
specially designed instruction?

• Determine the grade level standard
• Determine the topic of study
• Determine the method of pre-assessment
• Determine target skills using Blooms taxonomy
• Determine types of formative assessments to check
  for understanding

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The Art and Science of Teaching

• Learning that endures

5 Lecture
10 Reading
20 Audio/Visual
30 Demonstration
50 Discussion
75 Learning by
doing
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Teaching others
National Training Labs, Bethel,,Maine
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Strategies That Most Impact Achievement
Rank Strategy Percentile Gain
1 Extending thinking skills (compare/contrast, cause/effect, classifying analogies/metaphors) 45
2 Summarizing 34
3 Vocabulary in context 33
4 Advance organizers 28
5 Non-verbal Representations 25
US Department of Education 2002
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Specially Designed InstructionWhat does the
special education teacher bring to the general
education classroom?

• Individual Student learning Characteristics/
  Strategies
• Effective Strategies for All
• Universal Design
• Differentiated Instruction
• Scaffolding
• Previewing/Acceleration
• Assessment

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Case Study

• You are planning to teach a unit on SS7G8 The
  student will describe the diverse cultures of the
  people who live in Southwest Asia (Middle East).
• Explain the differences between an ethnic group
  and a religious group.
• b. Explain the diversity of religions within the
  Arabs, Persians, and Kurds.
• c. Compare and contrast the prominent religions
  in Southwest Asia (Middle East) Judaism, Islam,
  and Christianity.
• d. Explain the reason for the division between
  Sunni and Shia Muslims.
• e. Evaluate how the literacy rate affects the
  standard of living.

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Case Study

• Read the profile of the student at your table.
• Using the Student Disability Characteristics and
  Strategies sheets, determine what types of
  learning problems your student has.
• What are some specific strategies that might work
  for your student?
• What accommodations will you implement for your
  student?

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Classroom Case Study

• Use the blank template provided to complete
  Classroom Case Study
• Unwrap the standard and one element
• Develop an Essential Question for the standard
• Select a pre-assessment
• Determine what specially designed strategies will
  be needed for your student to achieve success
• List the co-teaching models that could be used.

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Assignment

• Continue observations of co-taught classes using
  the Observation Reflection form
• Lead a discussion forum on specially designed
  instruction. Ask teachers to plan lessons
  implementing specialized instruction in the
  co-taught class.
• PLC question What are some key elements to an
  educationally appropriate and legally sound
  Standards Based IEP?

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Questions?

• Contact
• Janet Peeler
• Janet.peeler_at_pfiglobal.com
• 404-202-1284
• Steve White
• swhite_at_achievementinc.net